ESSER III - ANALYST: EVALUATION

Job Description

This is a grant-funded position with a September 30, 2024 expiration.

The Continuous Improvement Evaluation Analyst is responsible for providing expertise and leadership in division-wide program evaluation, strategic planning, measurement and analytics, and continuous improvement efforts. The Continuous Improvement Evaluation Analyst provides expert consultancy in these areas for senior leadership, departments, schools, and external partners on behalf of the Office of Continuous Improvement. The position conducts technical analyses and develops quantitative and qualitative data reports to facilitate and inform division-level improvement efforts. The position provides additional direct support to the Executive Director of Office of Continuous Improvement through monitoring, evaluation, survey, and other data collection efforts as well as designing and facilitating professional learning opportunities in the advancement of key organizational initiatives. The position works under general supervision and is expected to provide oversight and guidance to officials from various ACPS schools and departments in the conduct of the duties noted above.

The Continuous Improvement Data Analyst positions report to the Executive Director of Continuous Improvement.

Qualifications

Education: Minimum of a master's degree in education, psychology, evaluation, or applied research; (Center for Education Policy Research (CEPR), Strategic Data Fellow, preferred).

Experience: Minimum of five years of job-related experience preferred within the educational field with increasing levels of responsibility.

Knowledge, Skills, and Abilities:

KNOWLEDGE is required to lead division-level program evaluation, strategic planning, measurement, and improvement efforts including but not limited to: knowledge of the full program evaluation cycle, including theories, design, methods, action planning, and monitoring; knowledge of current educational research strands; knowledge of PreK-12 educational systems and issues related to equity, access, and opportunity; knowledge of strategic planning, goal setting, measurement, and continuous improvement processes; knowledge of assessment including criterion-referenced, norm-referenced, and performance-based assessments design, administration, and analysis; remain current in-state accreditation and federal accountability requirements for public schools.

SKILLS are required to lead major division projects and perform multiple technical and non-technical tasks with a need to learn new specialized skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include project management across simultaneous large-scale projects; design and delivery of professional learning for adults; technical data analytics including quantitative and qualitative methods; strategic planning design, goal setting, implementation, and measurement; data visualization techniques and applications; use of pertinent software applications (SPSS, NVivo, Excel, etc.); provide consultative services to internal and external education leaders to build organizational capacity in program evaluation, strategic planning, measurement, and improvement efforts; instrument development including survey design; and evaluation design.

ABILITY is required to effectively transfer knowledge to others and work collaboratively with diverse groups of people; two-way communication; continue to learn and develop expertise through self-reflection, independent learning, and inquiry; effectively identify root causes and work systematically to implement viable solutions; work independently and as a member of a team. Specific ability-based competencies required to satisfactorily perform the functions of the job include: maintaining confidentiality in the handling of protected student and staff data; applying continuous improvement principles and processes; demonstrating the ability to plan strategically, prioritize time, and manage implementation plans in dynamic environments; apply quantitative and qualitative research methods to support educational research and strategic organization improvement; lead and facilitate multiple stakeholder groups in evaluation, measurement, and improvement efforts; effective communication in oral, written, and visual formats, including technical analysis, to different stakeholder groups/audiences; and learn, employ and refine culturally responsive school leadership practices.

Essential Functions

• Lead major Continuous Improvement monitoring and evaluation projects through design, methods, data collection, analysis, and reporting to division/school leadership, school board, and other critical stakeholders.
• Lead the development, monitoring, and evaluation tasks associated with assessing the impact of designated instructional initiatives and interventions designed to accelerate learning, including instructional supports specially aligned with the American Rescue Plan (ARP) Act, Elementary and Secondary School Emergency Relief (ESSER) lll funding.
• Oversee the development and use of evaluation protocols and systems for collecting, analyzing, and disseminating data to examine the implementation and outcomes.
• Lead and manage special projects and work cross-functionally with other departments on conducting data analysis, reporting, and actionable data views including protocols to ensure data accuracy and create user-friendly reports to assist stakeholders in data-driven decision-making
• Identify district and departmental needs through data trends
• Manage the alignment of MTSS with district and state policies
• Analyze, design, and report out key division data using data visualization methods allowing for accessibility and utilization of data in decision-making.
• Prepares informal or formal reports and presentations suitable for various audiences including school board, senior leadership, school leadership, staff, and external stakeholders.
• Provide expert consultation to division leaders, school leaders, and external partners in emerging areas within planning, measurement, evaluation, and improvement.
• Develop, lead, and refine in-service professional learning across diverse internal and external stakeholders in the advancement of key organizational initiatives within a dynamic environment.
• Direct monitoring and evaluation processes for the implementation of the division's key initiatives to increase student achievement and eliminate opportunity and achievement gaps.
• Lead systems thinking and continuous improvement to division strategic initiatives.
• Design, review, implement, analyze, and report on division-level educational initiatives, student performance, intervention, educator, and departmental central office departmental data.
• Performs other related duties as may be assigned by the Executive Director of the Office of Continuous Improvement.

Clearance:

• Criminal Justice Fingerprint/Background Clearance.
• Tuberculosis Skin Test.

Public Health Compliance

• Proof of COVID vaccination. Exemptions for religious/medical will be reviewed.
• Must follow safety and health protocols.

WP